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Frequently asked questions
Overview
eMINTS (enhancing Missouri’s Instructional Networked Teaching Strategies) has moved from its first years of implementation in a model with two classrooms per Missouri district and is now a large scale program implementation at the school level in schools across the United States and Australia. The purpose of the larger scale implementation is to affect more students and teachers by extending the eMINTS instructional model (high-quality teaching powered by technology) to a more systemic implementation resulting in schools characterized by strong professional learning communities.
Schools everywhere find themselves involved in multiple mandated and/or voluntary forms of school improvement. From state-driven school accreditation programs to nationally recognized programs and state-wide programs initiated by state departments of education, schools are working in sometimes divergent ways to reach goals of improved learning for all. In addition to these school-based programs, many schools are also involved in partnership efforts with businesses or with higher education. A coordination of these efforts can form the basis for a plan to produce a more coherent and cohesive approach to school improvement centered on the eMINTS instructional model which supports schools in the development of a strong professional learning community.
Some schools may not yet have a focused school improvement model or a specific direction for achieving student performance goals and teacher quality improvement. eMINTS professional development programs provide options for short-term introductions to the eMINTS model and for customized professional development workshops for schools seeking ways to improve teacher knowledge and skills about teaching and technology. If a critical mass of teachers in the school agrees that the eMINTS instructional model is appropriate for the school’s needs, the school is ready to seek funding to initiate overall school improvement and form a professional learning community using the eMINTS instructional model through longer-term intensive eMINTS professional development programs.
eMINTS National Center information
1. What is the eMINTS National Center? What programs are available?
eMINTS stands for enhancing Missouri’s Instructional Networked Teaching Strategies. The eMINTS National Center is a non-profit unit within the University of Missouri System, Office of Academic Affairs. eMINTS is a collaborative education program sponsored by the Missouri Department of Elementary and Secondary Education (DESE) and the Missouri Department of Higher Education.
The eMINTS National Center serves as a resource base for Missouri schools and districts as well as for educators from across the United States - and internationally - who wish to collaborate with eMINTS staff and with one another to replicate the eMINTS instructional model (high-quality teaching powered by technology) within their educational systems. eMINTS transforms schools into places for learning where teachers and students use multimedia tools to better understand the world, work together, and achieve at new and higher levels.
eMINTS National Center programs include professional development experiences for all educators (teachers, administrators, educational technology specialists, and library media specialists) who are interested in implementing the eMINTS instructional model in their schools or districts. The eMINTS National Center also provides faculty development for post-secondary educators. Introductory short-term programs and customized workshops as well as intensive long-term programs are available. For more information visit the programs area of the eMINTS website.
2. What is the eMINTS instructional model? What does it require?
The eMINTS instructional model is a set of research based strategies grounded in constructivist theory. The model supports educators in integrating technology and best teaching practices to create a learning community where teachers and students explore and create knowledge together using a variety of resources. Teachers facilitate student learning through the use of essential questions that stimulate thinking; build curiosity, create connections, and generate long lasting knowledge through issues that matter to students.
In a school that is fully implementing the eMINTS instructional model, observers will see students working collaboratively to solve real-world problems through teamwork and hands-on activities. Teachers guide and coach students in the creation of unique products that show deep student understanding of complex concepts.
The eMINTS instructional model requires conscious alignment of curriculum, professional development initiatives, technology acquisitions and school vision. Collaborative leadership practices and school structures that support the school’s professional learning community in the implementation of the eMINTS instructional model are required for success.
Learn more about the eMINTS instructional model ....
3. What program evaluation research supports the effectiveness of the eMINTS instructional model?
The eMINTS instructional model has undergone extensive external program evaluation research.
Find all program evaluation reports on the eMINTS National Center website.
4. What curriculum is taught using the eMINTS instructional model?
The eMINTS instructional model is not curriculum based nor is it prescriptive in requiring any specific curriculum/scheduling strategy. Schools may use integrated curriculum approaches or a content subject specific approach characterized by high levels of communication among staff to achieve interdisciplinary outcomes for students. Common planning time for teachers involved in program implementation is highly recommended as are opportunities for teachers to reflect on practice and continually study ways to improve teaching and learning.
eMINTS professional development programs provide support for educators who are committed to using technology to optimize their local curriculum through inquiry-based teaching practices, aligned with state standards and more explicit grade level expectations or learning objectives. eMINTS professional development programs also assist other educators in understanding and implementing the eMINTS instructional model in their grade level and subject-specific settings.
5. How is eMINTS National Center supported financially?
The eMINTS National Center is supported with funds from grants; contracts with schools, districts and other educational entities. In Missouri and some other states, the Department of Education earmarks competitive funds available under the Title II.D Enhancing Education Through Technology (EETT) Program are set aside for eMINTS participation and provides districts with the resources needed to purchase and install eMINTS-specified equipment, buy classroom furniture, wire classrooms if necessary and pay eMINTS professional development participation costs.
6. Which schools/districts are currently participating in the eMINTS program? Which schools/districts outside of Missouri are involved?
Find a complete listing of all current eMINTS participants on the eMINTS website.
7. What funding sources are available to schools or districts that wish to participate in eMINTS programs or receive eMINTS services?
Please note: the eMINTS National Center does not provide funds to teachers, schools, districts or other educational organizations interested in implementing the eMINTS instructional model.
Schools, districts and other educational organizations
may fund equipment, software and/or eMINTS professional development programs using the following sources of funds:
- eMINTS funding and application information portal
- Title I (note: some states
have specific regulations about equipment purchase).
- Titles II.A
- Title IV
- Title V
- Title VI
- Local Professional Development and At-Risk funds
- Foundations – see reliable sources such as the International Society for Technology in Education (ISTE)
8. Are eMINTS programs and services available to private, independent schools?
Yes. eMINTS programs are available to private, independent schools. Private, independent schools should contact their appropriate state department of education division regarding availability of funds. Private and independent schools in Missouri may access funds for eMINTS programs and services through the contractor designated by the state. For more information, contact the Missouri Department of Elementary and Secondary Education at instrtech@dese.mo.gov or (573) 751-8247.
Implementing the eMINTS instructional model
9. How might eMINTS be implemented school or district-wide?
Becoming a part of eMINTS requires the commitment and collaborative efforts of aa school or district. Learn more ....
The following options represent examples of how schools or districts might implement the eMINTS instructional model in various settings. These options may be implemented following short-term introductory programs that help potential participants understand the eMINTS instructional model. Nationally, schools or districts may wish to use the options and examples to develop scenarios for seeking state, federal, local or foundation funding.
Missouri applicants for competitive Title II.D funds should select an option and prepare a grant proposal that fully specifies how the school, district or consortium would implement that option. See DESE's website for complete Title II.D application information.
Elementary (Options A and B)
Option A
A district implements eMINTS at a specific grade level in one school to serve as a model for schools across the district.
Example
A district with multiple elementary schools implements the eMINTS instructional model in all 4th grade classrooms (4 sections in one school) and in the classroom for gifted students at one of the district’s schools with the intent that the program will eventually be offered district-wide in all 4th grade classrooms. Targeted teachers complete the eMINTS Comprehensive Professional Development Program (eMINTS PD). Teachers in grade levels above and below 4th grade, along with the principal and library media specialist, will complete eMINTS4All so the entire staff is “on board” with the eMINTS instructional model. Classrooms in grades K, 1, 2, 3 and 5 each receive a SMART Board and projector along with a teacher workstation. The district plans to move a part-time teacher at the school to full-time employment in 2 years. The teacher will become certified as an eMINTS Instructional Specialist through the PD4ETS program. The certified eMINTS Instructional Specialist will work with eMINTS staff to continue support to the other building teachers and begin working with teachers from other schools in the district as their schools implement the eMINTS program. The district plans to apply for state and federal grants for other district schools to fund the further implementation of the program.
Option B
An established eMINTS district adds eMINTS classrooms to school(s) that already have some classrooms and expands the eMINTS instructional model to grades above and below the eMINTS classrooms.
Example
A district that implemented the eMINTS program in two 3rd grade and two 4th grade classrooms in one elementary school during the 1999-2000 school year applies to upgrade the equipment and software in the original eMINTS classrooms, to make all sections of the 3rd and 4th grades into eMINTS classrooms (a total of 6 additional classrooms), and to help teachers in the primary grades and 5th grade understand the eMINTS instructional model. The principal, library media specialist, and technology coordinator are part of the leadership team that also includes an eMINTS teacher and a 2nd grade teacher. The leadership team outlines the professional development experiences that include everyone in the school with additional eMINTS teachers completing the eMINTS PD program and others participating in eMINTS4All or the custom eMINTS PD services .
Consortium (Option C)
A consortium of districts implements eMINTS in classrooms in a specific grade or grade range.
Example
Three small rural districts form a consortium and agree to work together to implement the eMINTS instructional model at the 4th and 5th grade levels (6 classrooms total) in their elementary schools. The districts form a leadership team representative of their schools. The six eMINTS teachers will participate in the intensive eMINTS PD program. The districts plan to share the salary and benefit costs for a PD4ETS participant who will become a certified eMINTS Instructional Specialist. The certified eMINTS Instructional Specialist will then be able to provide eMINTS professional development to other teachers in the three participating districts. The three elementary schools in the districts will work together to learn about and implement the eMINTS instructional model. Teachers in the primary grade levels in the three schools will work with the tri-district PD4ETS participant to develop teaching methods as they participate in eMINTS4All that will ensure children are ready to enter the 4th grade eMINTS rooms with the social, cognitive, and technology skills they need to be successful. The principals and library media specialists from all three schools will also attend the eMINTS4All sessions offered by the tri-district PD4ETS participant to the primary grade level teachers.
Middle School (Option D)
A team of teachers implements eMINTS with middle school students.
Example
A middle school in a large district implements the eMINTS instructional model with one of its four teams of teachers and students. The targeted team includes four 6th grade core teachers (language arts, science, mathematics, and social studies), the special education teacher working with the team, and 125 students. The core teachers already use interdisciplinary planning and teaching strategies. Each core classroom will have a SMART Board, teacher laptop, teacher workstation, digital camera, scanner and printer. Each student assigned to the team will have a wireless laptop to take to class and home. All four core 6th grade teachers, the four 7th grade core teachers who will receive the 6th graders the following year, and the special education teacher assigned to those two teams will complete eMINTS PD in Year 1 of the implementation. In Year 2, the incoming 6th graders receive laptops and the original 6th graders take their laptops in to 7th grade. The district will also allow a district-level technology specialist to complete the PD4ETS program so additional teams of core teachers can receive eMINTS PD, and other subject-specific teachers (art, music, etc.), the principal and assistant principal, and the library media specialist at the middle school can receive eMINTS4All on a scheduled basis during and following the 2-year implementation period. The district will provide laptops to students through a lease program that allows the addition of 125 students per year.
High School (Option E)
Example
A high school in a medium-sized district implements the eMINTS instructional model with its four Language Arts teachers who work mainly with 10th and 11th grade students. Each Language Arts teacher in the program will have a SMART Board, teacher laptop, teacher workstation, digital camera, scanner and printer. Each Language Arts classroom will also have a set of wireless laptop computers that are permanently assigned to the classroom. Since the building already has wireless Internet access, students in the Language Arts classes will have easy access on a daily basis. The four Language Arts teachers will complete eMINTS PD. There are also two additional Language Arts teachers who work with seniors and the Advanced Placement program. The additional Language Arts teachers will participate in eMINTS4All so that they can incorporate the eMINTS instructional model into their classrooms.
Example
A high school in a small district decides to implement a one-to-one laptop model. All students in grades 10, 11 and 12 are issued a laptop computer which they will use throughout their high school career. The school is equipped with wireless Internet access allowing students to login wherever they might be on campus. Students are allowed to take laptops home in provided laptop backpacks and the district has partnered with a local Internet service provider to offer low cost options to parents for their homes. Locked laptop carts will be housed in the library when students need to store and recharge their laptop during the school day. Each classroom in Math, Language Arts, Science and Social Studies will be equipped with a SMART Board, printer, scanner and digital camera. Eight teachers in these core areas will be issued laptops and complete eMINTS PD. Four teachers in other subject areas will be issued laptops and participate in the eMINTS4All program. District funds will be used as needed to provide laptops to 10th graders in subsequent years as the project continues into the future.
Multiple Building (Options F and G)
Option F: A district with eMINTS classrooms already established in one or more grades expands the program into additional grade levels.
Example
A small established eMINTS district currently has the eMINTS program in all sections of 3rd and 4th grade. Teachers in the two 5th grade classrooms and the 6th grade middle school team will implement the program using the standard eMINTS equipment configuration in the 5th grade classrooms and in 6th grade communication arts and social studies classrooms. The 6th grade mathematics and science classrooms will receive SMART Boards, projectors, digital cameras, and printers. The six 5th and 6th grade teachers will participate in eMINTS PD from an eMINTS staff member. The special education teacher will also participate in eMINTS PD and receive a SMART Board and laptop. The district has a person who has just become certified as an eMINTS Instructional Specialist through the PD4ETS program. She will provide eMINTS4All (a portion eMINTS PD) to the elementary and middle school principals, kindergarten, 1st and 2nd grade teachers, and library media specialist as well as support to the current 3rd and 4th grade eMINTS teachers as they participate in the PD for Veteran eMINTS Teachers. In Year 2 of the grant, the equipment in the 3rd and 4th grade eMINTS rooms will be upgraded since it is over 5 years old.
Option G: A district with grade level “centers” establishes the eMINTS program at a specific grade level.
Example
A school district with grade levels organized by building (i.e., all 6th grade students are located in one school, all 9th grade students in another) plans to implement the eMINTS program in all classrooms at a given grade. The eight teachers in that grade-level school will implement the program four classrooms at a time until all classrooms are official eMINTS classrooms as they complete eMINTS PD. Selected teachers in the schools above and below the eMINTS implementation school will participate in eMINTS4All applying the eMINTS instructional model in their schools. This will ensure that students are prepared for entry into and exit from the eMINTS school. The library media specialists at each school and several teachers also participate in the eMINTS4All program.
10. How many official eMINTS classrooms are required for initial participation?
A goal of eMINTS National Center programs is to create school-wide improvement and change. The number of eMINTS classrooms required for initial participation is based on moving schools toward the development of professional learning communities that provide teachers with the support needed to improve teaching and learning for their students.
Schools or districts participating in short-term introductory eMINTS program options (such as customized workshops) are not required to equip classrooms as official eMINTS classrooms.
Schools or districts using grant funds to implement the eMINTS instructional model should follow the guidelines specified for each grant application.
Schools or districts seeking to establish official eMINTS classrooms using local funds or grant funds that do not have specific grant-related requirements must meet the following:
- Implementation of eMINTS in schools or districts that are not currently participating in eMINTS requires that at least two classrooms per school building be established for the initial program implementation if designation as official eMINTS classroom status is desired.
- Expansion of official eMINTS classrooms in schools or districts that are currently participating in eMINTS may occur in increments of one classroom or more. It is recommended that established eMINTS districts expanding into additional school buildings where official eMINTS classrooms do not exist add classrooms in increments of at least two classrooms.
Schools or districts may apply for the Professional Development for Education Technology Specialist (PD4ETS) Program and develop plans during Year 1 of the program for official eMINTS classroom implementations that occur either in Year 1 or in Year 2. Schools or districts that are not seeking official eMINTS classroom status for classrooms should provide details about intended implementation in the narrative portion of the eMINTS application for programs and in the program planning activities that occur in Year 1 of the PD4ETS program.
11. At what grade levels may official eMINTS classrooms be implemented?
Official eMINTS classrooms may be implemented at grades 3 and above in any content area. Multi-grade classrooms may be included. Special education classrooms, classrooms for LEP or ELL students, and Title I classrooms may be included. Classes for gifted students at those grade levels may be included.
Classrooms in the grades above and below official eMINTS classrooms, or for complementary content areas, may be equipped with portions of the required eMINTS equipment or students may use distributed resources (i.e., mobile laptop carts or school computer labs). Teachers assigned to those classrooms should participate in the eMINTS4All programs that support making the eMINTS instructional model a school-wide effort.
Short-term custom professional development options are appropriate for educators at any grade level.
12. Can the eMINTS instructional model be implemented in departmentalized or looping situations?
Yes – the eMINTS instructional model has been effectively implemented in looping, departmentalized, or self-contained classroom configurations. Opportunities for collaboration and common planning time must be built into the program design for optimal implementation when multiple grade levels or departments are involved.
13. Is the eMINTS instructional model dependent on a particular platform or operating system?
The eMINTS instructional model is not dependent on a particular platform. Professional development materials are available for both PC and Mac platforms and for a variety of Operating Systems.
14. Who should be involved in completing the application for eMINTS programs?
It is highly recommended that the key stakeholders who will be directly responsible for the eMINTS implementation be involved in completing the application for eMINTS programs or services. A team approach that includes the building principal, technology personnel, library media specialist, and representative teachers (for eMINTS, eMINTS4All and non-eMINTS classrooms) will likely produce a more complete and successful implementation than one developed by an individual.
eMINTS program implementation using funds from Missouri competitive Title IID grants requires the formation of such a team. The development of a team as part of the application process is strongly advised.
It is recommended that applicants requesting short-term introductory or custom professional development program options also use a team approach in completing the application to insure that the requested services are compatible with overall school goals.
Find more information about how to become part of eMINTS ....
15. How can a school or district apply for eMINTS programs or services?
The application form for eMINTS programs and services and Frequently Asked Questions for each specific program or service are available from the programs area.
16. When are applications for eMINTS programs or services due?
Applications for eMINTS program or services should be postmarked or hand delivered to the eMINTS National Center office not later than June 15 of every year. Applications from schools/districts using grant funds will be accepted after June 15 if grant awards are not made until after that date. Applicants using grant funds to cover eMINTS participation fees must submit applications within 10 calendar days following notice of grant award.
eMINTS National Center
325 Clark Hall
Columbia, MO
65211
Applicants using external grant funds to pay eMINTS professional development fees may submit applications prior to receiving confirmation of pending grant awards with documentation that describes expected fund source and award date. Applicants will not be held to contractual obligations if grant funds are not received. Applicants are expected to follow up with the eMINTS National Center and notify the office regarding the final status of grant awards when known.
Applications for short-term introductory eMINTS programs specific to schools or districts or other customized services should be made using an online custom PD request form.
Note: All eMINTS programs will be offered pending the eMINTS National Center’s final budget sufficiency each fiscal year and an adequate number of participants for each program cohort group.
17. What if the need for programs or services (such as replacing an official eMINTS teacher who leaves the school late in the summer) is not known until after the June 15 application deadline?
Schools or districts needing programs or services after the June 15 application deadline should contact the eMINTS National Center office by telephone at (573) 884-7202 as soon as a need is known. Openings in cohort groups are occasionally available late in the summer for Comprehensive eMINTS and eMINTS4All programs; however, guarantees of program availability cannot be made.
18. Is there a limit to the number of participants allowed in any of the eMINTS programs?
Each program has a minimum and maximum number of participants depending on the program duration and the frequency of sessions. For complete information regarding minimum and maximum number of participants, please see the FAQ for each program.
19. When will applicants be notified about their acceptance into eMINTS programs?
Applicants will receive written and e-mail confirmation of their acceptance into eMINTS programs by late June if applications are received by the June 15 deadline. Information about dates, times and locations of initial sessions will be included if applicable.
20. What factors are considered in the application approval process?
Applications are approved based on the availability of eMINTS staff or qualified contractors to provide the services. Participation in the PD4ETS program may require a telephone interview with applicant and appropriate school or district personnel.
Another important factor is the geographic distribution of applicants allowing the formation of cohort groups with adequate numbers of participants. Intensive face-to-face programs such as eMINTS PD or PD4ETS generally are not available to groups smaller than 5 participants.
eMINTS professional development programs
21. What professional development services are available from the eMINTS National Center? Who will participate in eMINTS professional development sessions and what will the expectations be?
With the exception of short-term introductory or customized program options, professional development services provided by eMINTS are intended to bring about change to an entire school; therefore, all educators in the school including the principal, subject-area specialists, and the library media specialist should expect to participate in eMINTS professional development programs.
22. Who delivers eMINTS professional development programs?
In Missouri, eMINTS professional development programs are delivered by 1) eMINTS staff depending on staff capacity and an adequate number of participants in a particular geographic region of the state or 2) by individuals who are participating in or who have become certified eMINTS Instructional Specialists through the PD4ETS program. eMINTS professional development programs are available in states outside Missouri only when delivered by PD4ETS participants or certified eMINTS Instructional Specialists employed by external organizations, such as the participant’s school or district. Find additional information about the PD4ETS program.
Schools or districts - in and outside of Missouri - that employ their own certified eMINTS Instructional Specialist may provide eMINTS professional development programs under the terms of the annual access agreement completed with the eMINTS National Center.
23. What are the costs for eMINTS professional development?
Find cost information ....
eMINTS equipment and software information
24. What equipment and software specifications are required for official eMINTS classrooms?
Equipment and software for official eMINTS classrooms are outlined on the eMINTS website. The required timeline for installation of equipment is also included on the website.
For teachers in classrooms above or below the official eMINTS classrooms, or in complementary content areas, portions of the equipment and software may be installed. Any equipment or software for any classroom involved in eMINTS implementations must meet equipment and software specifications outlined on the eMINTS website for fiscal year (FYXX) organization began eMINTS implementation.
25. Does each classroom for middle school or high school level implementations need to be equipped with the eMINTS required equipment?
At the middle school and high school levels, the equipment specifications may be set up using the traditional eMINTS equipment configuration (including one computer for every 2 students) in official eMINTS classrooms for content areas determined by the school. Middle school and high school implementations also may be set up with a one-to-one laptop distribution for students and complementary equipment for teachers (i.e., laptop, SMART Board and projector).
See the eMINTS equipment specifications for middle school and high school programs.
A one-to-one laptop configuration for students is not recommended in grades below middle school.
26. What additional technology resources are required for official eMINTS classrooms?
Schools are also required to provide the following additional technology resources for official eMINTS classrooms:
- eMINTS building connectivity – a reliable 1-2 Mbps connection. Wireless networking is an option as long as it is at least 11 Mbps
- Networking (bandwidth, switches, cabling for teacher workstation, networked printer, and student computers).
- Any electrical service in the official eMINTS classrooms to support the computers, interactive whiteboard, and projector. (As with the network cabling, electrical installation should be flexible to allow teachers to rearrange furniture placement as much as possible.)
- Air-conditioning.
- Telephone with full outside access (multiple options are allowed with the requirement that teachers in eMINTS classrooms have adequate access to telephone technical support) is highly recommended.
- Filtering software needed to meet federal and state requirements.
27. Is any other equipment or software beyond the required equipment and software allowed?
Only items listed on the eMINTS equipment and software specifications are allowed in classrooms designated as official eMINTS classrooms. See eMINTS policy on software.
28. What equipment and software is required for short-term introductory or customized programs?
Applicants for short-term introductory or customized programs are not required to have specific hardware or software installed in classrooms. Applicants should contact the eMINTS National Center office to discuss equipment and software requirements for the actual delivery of the professional development so that materials can be prepared for the hardware and software available to participants. eMINTS professional development materials are available for a variety of platforms and for several recent versions of most software topics.
Learn more about custom PD offerings from eMINTS ....
Additional program implementation information
29. How long is a school and district committed to participating in eMINTS programs?
Except for short-term introductory programs, schools and districts must make a two-year commitment with the expectation that the eMINTS instructional model is sustained beyond that initial implementation period. The district is expected to participate in eMINTS program evaluation activities with the program evaluator. Schools using grant funds may have additional compliance requirements and expectations as specified for the particular grant funding source.
30. What additional support services are available to participating educators?
Participants in eMINTS professional development programs are eligible to participate on the discussion lists for their respective programs. In addition, participants in eMINTS PD, eMINTS4Al and PD4ETS are eligible to make eThemes resource requests. eThemes is a searchable database of child-safe Internet resources organized around specific themes.
31. What are the evaluation requirements for eMINTS programs?
All participants are expected to complete eMINTS program evaluation activities relative to the particular program(s) in which they are engaged. Program evaluation activities are intended to provide formative and summative information to eMINTS National Center staff regarding the effectiveness and relevance of the programs for participants and their students (if applicable).
Participants using resources from grant awards are responsible for providing evaluation data specific to the requirements for the respective grants. Grant recipients may consult with the eMINTS Evaluation Project in designing evaluation that satisfies federally-specified standards for program evaluation.
The eMINTS National Center designated the Education Development Center as the program's external evaluation consultant, beginning March 1, 2006. EDC brings nationally recognized expertise to the eMINTS National Center's evaluation processes.
Examples of past evaluation work are available from the eMINTS website. |
